The Social Model of Disability

Introduction

At f⁶it, we use the Social Model of Disability - a way of understanding disability created by disabled people themselves. This model shifts the focus away from a person’s impairment and instead looks at the barriers in society that limit people’s opportunities, independence and inclusion.

It’s a model that recognises every child’s strengths, potential and right to belong.

What You’ll Learn On This Page

You’ll find out:

• What the Social Model of Disability is

• Where it came from and why it matters

• The language we use at f⁶it, and why it’s important

What Is The Social Model of Disability?

The Social Model explains that people are disabled not by their impairment or difference, but by the barriers around them.
These barriers might be:

• Physical – like buildings without level access

• Attitudinal – like assuming disabled people “can’t” do certain things

• Environmental – like activities designed without flexibility or choice

When these barriers are removed, disabled people have equal opportunities, more independence, and greater control over their lives.

This is the foundation of how we work.

A Brief History

In the 1960s and 1970s, disabled people began challenging traditional views of disability. At the time, the medical model was widely used - a model that focused on what was “wrong” with a person and what they could not do. This often led to low expectations and reduced independence.

Disabled people shared their experiences and called for change.
From this movement, the Social Model of Disability emerged. The term was formally introduced by sociologist Michael Oliver in 1983, and it centred on changing environments, attitudes and systems so disabled people could participate fully in society.

F⁶it’s Approach To Disability

We proudly adopt the Social Model of Disability.
We use the term disabled because many children and young people face barriers that prevent them from accessing mainstream activities - barriers in the environment, in expectations, or in the way activities are structured.

Our role is simple:
to reduce those barriers so every child and young person can participate, feel welcome, and belong.

This means:

• adapting activities so children can take part in ways that work for them

• creating supportive, flexible environments

• challenging assumptions about what disabled children can or cannot do

• listening to families and responding to individual needs

Every child deserves to feel included - and we design our sessions with that at the heart.

Impairment vs Disability

It’s helpful to understand the difference:

• Impairment
  A functional difficulty or difference in the body or mind.
  Impairments can be physical, cognitive, sensory, neurological — and many are not visible.

• Disability
  The experience of the barriers that prevent someone from taking part in society on an equal basis.

This distinction matters because it places responsibility on society to remove barriers, rather than on the individual to “fit in.”

Language We Use

The language we use at f⁶it is guided by the Social Model of Disability. We choose words that respect children’s identities, recognise their strengths, and avoid placing limitation on the individual.

Here’s what that looks like in practice:

• When we talk about the group as a whole, we use the term “disabled children and young people.”
  This reflects the Social Model of Disability and recognises that disability comes from the barriers they face, not from their impairments.

• When we talk about specific groups of young people and the types of activities they may enjoy or access, we refer to their impairments - for example, young people with ambulant physical impairments.
  This helps us describe access needs accurately without making assumptions about ability or limiting what a child can do.

• We talk about access, inclusion and participation, rather than “ability” or “capability.”
  Every child can take part when barriers are removed.

• We describe support needs without judgement.
  For example, we say “a child who needs support with transitions” rather than “a child who struggles with change.”

Our Aim Is Simple:

to use language that empowers children, respects families, and reflects our belief that every child deserves to feel welcome, valued and included.

Every family’s experience of disability is different, and we recognise those lived experiences and celebrate that diversity. For some families, identifying as disabled provides clarity, reassurance, and access to the support they need. For others, the term may feel new or unfamiliar. Wherever you are on that scale, you are welcome here!